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SchoolsTavistockTavistock Primary & Nursery SchoolNursery
State School

Tavistock Primary & Nursery School: Nursery Review

Plymouth Road, Tavistock, PL19 8BX·Devon·URN: 113265A 6-digit identifier assigned by the Department for Education (DfE) to uniquely identify schools in England and Wales.
Primary
Nursery Provision
Mixed
Ages 2-11
Religious Character: None
Primary Ranking
12,202
Academic
Based on 2025 KS2 results
Based on 2025 KS2 results
11,959
Overall
Combines KS2 results with Ofsted-based inspection score
Combines KS2 results with Ofsted-based inspection score
3
Tavistock
FMS Inspection Score

The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.

Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.

Good
7/10
Application Demand
100%
1st preference success
Undersubscribed
OverviewNurseryPrimaryOfstedApplication Demand

Nursery at Tavistock Primary & Nursery School

Last reviewed: October 2026 · Inspection data and key information above update regularly, however, this review below is refreshed bi-annually and may not reflect recent changes. Contact the nursery directly to confirm current arrangements. If you spot anything outdated or inaccurate, please let us know.

At a Glance

A 9am to 3pm day sets the practical rhythm for Tavistock’s youngest children. The nursery provision at Tavistock Primary & Nursery School caters for two-year-olds and children aged three and four on Plymouth Road, Tavistock. It operates within the primary school, with a timetable built around term-time attendance.

The Nursery Day

Counting takes a playful form here. In July 2024, nursery children used Catch and Count to practise recognising numbers and counting. Staff had received training in using resources to teach mathematics, giving this activity a clear learning purpose: play was being used to develop specific number knowledge.

Learning expectations also begin early. Children understood the routines for carpet learning in July 2024, so group activities had an established set of expectations. The curriculum’s sequence of knowledge started in the early years. However, work was still needed across the school to make the intended knowledge more precise and revisit learning sufficiently, helping children retain what they had learned.

For children needing adaptations, the school’s Ordinarily Available Inclusive Provision (OAIP) includes visual prompts and clear routines, with quiet spaces accessible where appropriate. These are practical ways to adjust the learning environment around individual needs, rather than relying solely on additional intervention.

Care and Support

Support for special educational needs and disabilities (SEND) starts with identifying needs early. The school uses assessment to identify needs early. If a child needs additional support, provision may include interventions, personalised plans developed with families, specialist resources and outside professionals. Termly reviews consider children’s progress, providing a recurring point at which staff can review support.

Parents are directed first to their child’s class teacher for concerns about development or learning. The SENDCo can become involved when further help is needed, and meetings can be arranged through the office. The SENDCo usually works in school on Mondays, Tuesdays and Wednesdays; the deputy headteacher or headteacher provides a contact when the SENDCo is away. That gives families a defined route for raising concerns.

Ofsted’s ungraded visit on 9 and 10 July 2024 found safeguarding effective, but identified record-keeping weaknesses and warned that the school might receive a lower overall grade at a graded inspection. Across the school, inconsistent behaviour management, insufficient scrutiny of behaviour and safeguarding patterns, and communication with concerned parents also required attention. These were school-wide concerns, rather than a separate nursery judgement.

Moving On to Reception

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the DCC Admissions Team and meet the normal application deadline. Treat this as a distinct decision and application, even if your child already attends the nursery.

Practical Information

Hours are 9am to 3pm, Monday to Friday, during term time: the opening-hours timetable describes a 30-hour week for the two-year-old and three- and four-year-old provision. Families needing holiday childcare should plan around that term-time pattern.

Visits can be arranged by contacting the school office on 01822 616044 or emailing admin@tavistock-pri.devon.sch.uk. School visits are available by appointment; ask the office to include the nursery when arranging yours. The school’s term-date page includes the 2026–2027 calendar, useful for planning attendance alongside work and family commitments.

FAQs

The early-years opening-hours timetable covers two-year-olds and children aged three and four.

The timetable gives 9am to 3pm, Monday to Friday, during term time, described as 30 hours a week.

No. A separate Reception application is required through the DCC Admissions Team.

Speak to your child’s class teacher first. The school office can arrange a meeting with the SENDCo if further support is needed.

Yes. Contact the school office on 01822 616044 or admin@tavistock-pri.devon.sch.uk to make an appointment.

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